The Seven Survival Skills and the Future of Surgical Technology Education
- Feb 22
- 2 min read
In his influential talk, 7 Skills Students Need for Their Future, Tony Wagner (2009) argues that traditional education models are no longer aligned with the demands of the modern workforce. He identifies seven “survival skills” essential for success: critical thinking and problem solving; collaboration across networks; agility and adaptability; initiative and entrepreneurialism; effective oral and written communication; accessing and analyzing information; and curiosity and imagination.
While Wagner’s framework is often discussed in K–12 and higher education contexts, its relevance to allied health education, particularly surgical technology is profound.
Surgical technology students are preparing to enter high-stakes, fast-paced operating room environments. Critical thinking and problem solving are not optional; they are patient safety imperatives. Collaboration across networks reflects the interdisciplinary reality of the surgical team. Agility and adaptability are required when procedures shift unexpectedly or complications arise.
However, as I reflected on Wagner’s (2009) framework, I recognized that these survival skills are not just student competencies, they are educator competencies.
The Surgical Technology Educators Program (STEP) was developed in response to a significant gap: many surgical technology educators transition directly from clinical roles into academia without formal training in instructional design, leadership, or innovation. Yet Wagner’s survival skills apply directly to them.
Critical Thinking and Problem Solving Program directors must navigate accreditation standards, institutional policies, funding changes, and workforce demands. STEP equips educators with structured tools for accreditation literacy and strategic decision-making.
Collaboration Across Networks Surgical technology programs rely on partnerships with hospitals, advisory committees, accrediting agencies, and institutional leadership. STEP fosters mentorship networks and professional collaboration to reduce isolation and strengthen program stability.
Agility, Initiative, and Innovation The healthcare landscape continues to evolve, and educational delivery models must adapt accordingly. Through blended learning strategies, digital integration, and leadership development, STEP promotes adaptive capacity and proactive program development.
Communication and Information Literacy Effective educators must interpret accreditation standards, analyze student outcome data, and communicate expectations clearly to stakeholders. Wagner’s emphasis on accessing and analyzing information directly aligns with STEP’s focus on outcomes tracking and compliance literacy.
Curiosity and Imagination Innovation in education requires curiosity — the willingness to question legacy systems and imagine improved structures. STEP itself emerged from this curiosity: asking not just how we train students better, but how we prepare educators more intentionally.
Wagner (2009) emphasizes that the world no longer rewards routine expertise alone. It rewards those who can think, adapt, collaborate, and lead. If surgical technology programs are to remain sustainable and competitive, we must cultivate these survival skills not only in our students but also in the educators who guide them.
STEP is, at its core, a leadership development initiative grounded in the belief that the future of surgical technology education depends on adaptive, reflective, and innovative educators.
References
Wagner, T. (2009, October 1). 7 skills students need for their future [Video]. YouTube. https://www.youtube.com/watch?v=NS2PqTTxFFc
Comments